Week #15: Assessment & Intervention: Writing

Vocabulary and key concepts from the CSD 7455 lecture on assessment and intervention of writing, including models, measurement methods, and instruction phases.

Model of mature writing

1. Planning: We have an idea of what we want to put on paper; goal setting, and how will i organize/sequence the story for example

2. Generating: doing the actual generating of writing

3. Reviewing: proofread and self check our writing to make sure what we generated what we planned

constraints can limit successful writing: memory, knowledge of topic/text genre, verbal abiliity, processing speed

Higher and Lower order writing process

writing also includes top doan and bottom up processing

Higher order: converting ideas into words, clauses, and sentences; general act of text generation

lower order: mechanics of writing itself, spelling, handwriting, punctuation

Role of memory to writing

Higher order Text generation→ relies on working memory b/c requires you to translate complex ideas into linguistic representations. when thinking about what to write, not thinking about it one word at a time; thinking of larger ideas that you have to hold in memory and think of what you want to say, and go back and translate that into writing.

Lower order Transcription→ relies on short term memory; when writing one word at a time, using orthographic and phonological processes in short term memory.

why those with DLD who have memory deficits can struggle with writing

Constraints on writing

Assessing writing

use both standardized and nonstandardized assessments

nonstandardized useful for specifics on deficits and how to plan intervention, not just saying they overall have a struggle with language

• can look at: microstructure: total number of words, how complex sentences are, accuracy of spelling and punctuation, fluency of handwriting

• macrostructure: cohesion, quality ratings

look for error types

Why examine writing

tells you a lot of information about children’s spoken language, as well as their phonological and reading skills.

writing is so complex and pulls on so many language skills, so if you have reading disorders, or DLD, will have deficits in this.

look at this!!!

general effective writing intervention involves: Explicit instruction

look at slides

gave up but refer back to slides for rest of information